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The inquiry teaching approach
Creativity in the classroom summary
Creativity in the classroom summary
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The students that I am working with are in third grade and their ages ranged from eight to ten. All of the students were very interested in science and they all enjoyed drawing, so it seems like the students really enjoyed the misconception interview. The students came up with some very intelligent and some intriguing answers to our questions. There were three key questions that inspired the most interesting answers. The first question was, have you seen something move today and what do you think caused it to move? The students came up with some great answers for this question. One student said that they saw a flag move by the wind and another one said they saw a tree move by the wind. We also had two answers that we were not expecting at …show more content…
all. Some girl said that she saw a pillow move and when we asked how it moved she said that it moved all by itself. Then, another student said that he thinks that objects move by mythical creatures, but I am pretty sure he was just being silly. Another question was, what do you think causes objects to stop?
The students came up with some great answers to this question. As a group the students said that you could make an object stop by stepping on it. The example they gave was using a piece of paper and the ground. They used the paper that they were drawing with and was sliding it on the ground. Then they said that one way to make the paper stop moving was to step on it. Carly and I both thought that their answer was very creative. Then one student said that gravity causes objects to stop. This answer shocked both Carly and I because we didn’t think that they would have known what gravity was. The answer to this question was on video 4 at 1 minute 23 seconds to 1 minute 38 …show more content…
seconds. The last question that that inspired some great answers was, what do you notice when you rub your hands together really fast and why do you think that’s happening?
We had the students rub their hands together and they noticed that their hands got warmer. One student said their hands got warmer because there was no room for cold air to go through them because they were together. The girl explained that when you hold your hands out to your side there is room for cold air to go through them and then when they are together, there is no room for the air to go through. Another student said that your hands get warmer because they are rubbing against each other. The students then figured out in a group that the faster they rubbed their hands together, the warmer they got. The answer to this question was on video 7 at 43 seconds to 55 seconds and at 1 minute 55 seconds to 2 minutes 13 seconds.
Overall I believe that the interview went extremely well. The only thing that I wish we were able to do is get through all of our questions. We still had two questions left that we didn’t get to ask the students. These questions were about space and gravity and I believe that they would have been very interested in these questions. Even though we weren’t able to get to those questions, the interview still went extremely well. I honestly can’t think of anything that you could have done to support us better for this experience. I feel like Carly and I were well prepared for this
experience. 3) This interview was a lot of fun and very interesting to hear each individual student’s answers and see their drawings. The students were really interested in our questions about friction and even though we weren’t able to get to our questions about gravity, a couple of the students mentioned the word and had an interest in it. The students had some great responses and there were some very surprising ones. I was surprised when one of the students mentioned gravity and they knew that it was the thing that kept us on the ground. I feel like the students had a rough idea of what forces were, but we still have a lot to teach them. They were about where we thought they would be so that was amazing. I think most of their responses were typical of most individuals of their own age except for a couple of them. When one student mentioned gravity I think that it was a little bit above their grade level, but there is nothing wrong with that. I also think that when one student mentioned that a pillow moved all by itself, was not a typical response of students her age. Moving forward, Carly and I would like to focus one lesson on friction and the other on gravity because those were the two topics that the students seemed to be most interested in. One activity that Carly and I were thinking of to teach them about friction is to use a balloon and confetti. If you rub a balloon on your shirt the balloon will then be able to pick up the confetti. Another activity that we talked about doing with the students is dropping different size objects and seeing how gravity affects the objects. Overall this was a great experience and I cannot wait to go back to Wetherbee and teach our students all about friction and gravity.
For me, the whole process went quite smoothly. I enjoyed working with Jacoby. We had a great rapport. I had the opportunity to assess the student in a minimally distracting setting and a reasonable time frame. Furthermore, Jacoby was eager to read out loud.
The author Vincent Ruggiero defines critical thinking in his book Beyond Feelings: A Guide to Critical Thinking, as a “search for answers, a quest.” It is the idea that one does not accept claims, ideas, and arguments blindly, but questions and researches these things before making a decision on them. From what I learned in class, critical thinking is the concept of accepting that there are other people and cultures in this world that may have different opinions. It is being able to react rationally to these different opinions.
For example how do things really work? One of the examples that were used was the drawing of the school bus, how is it that kids under the age ten can get this right? A child will see the bus heading to the left because they are familiar with buses, and they can picture the bus moving, as for the adults there is a scientific term “the illusion of knowledge” The human brain is wired to provide an answer to help us feel in control, even though the answer is incorrect we still seek a answer that will make us believe that we understand what is going on. For example some college students were asked to draw a basic bike; surprisingly most of the drawings were drawn incorrect. This shows how the brain was over confident and made the impression that it understood the simple concept of drawing a bike, this proves that the brain does not know how a bicycle may function but it can fool you and make you believe that you understood the concept of a
N.G., 4 years, 11 months, embodied all I could ask for in a child to conduct such an interview on. Nearing her fifth birthday in the upcoming week, her age is central between ages three and seven, providing me with information that is certainly conducive to our study. Within moments upon entry into our interview it was apparent that my child fell into the preoperational stage of Piaget’s cognitive development. More specifically, N.G. fell into the second half of the preoperational stage. What initially tipped me off was her first response to my conduction of the conservation of length demonstration. Upon laying out two identical straws, her rational for why one straw was longer than the other was, “it’s not to the one’s bottom”. This is a perfect example of an intuitive guess, though showing a lack of logic in the statement. A crucial factor of the preoperational stage of development is that children cannot yet manipulate and transform information into logical ways which was plainly seen through the conservation of number demonstration. Though N.G. was able to correctly identify that each row still contained an equal number of pennies upon being spread out, it required her to count the number of pennies in each row. In the preoperational stage of development children do not yet understand logical mental operations such as mental math as presented in the demonstration. Another essential element that leads me to firmly support N.G.’s involvement in the preoperational ...
The classic forms of social criticism were developed and applied in practice, even in ancient philosophy by Xenophanes, Socrates, Plato and the Cynics. The interest in critical thinking has never waned in the social and political thought, but social criticism reached true prosperity in the Enlightenment. Voltaire and Rousseau, Montesquieu and Locke, Hume, and Kant saw the most important means of formation of free and responsible citizens, harmonious and creative personality in a critical attitude towards the institutions and values. A new wave of criticism of social philosophy, implemented in classical forms, is associated with the names of the supporters of the revolutionary transformation of society. First of all, there may be mentioned the names of Marx, Bakunin, and Proudhon (Lavery, Hughes, & Doran, 2009).
When acting out your séance please make sure that every member of your group is participating
many more continuing on to describe a change that did not happen. Change blindness is evident in this example because students were convinced a change occurred, even though they actually never saw one; this is because the brain was focused on too many factors at once to remember everything there was to know about the seemingly insignificant detail of cups. We find it interesting that thirty students answered no, as the trend among students was obviously to assume that every change, true or false, we questioned them about actually happened. We are pleased to see that thirty students trusted their brain and memory enough to answer correctly, or maybe even just guessed right.
. As I did my observation I wanted to see what the teacher was doing on her lesson and how she taught the lesson. As I came into the classroom I introduce myself I told the students who I was and what I would be doing in their class. I explain to them that I will be going in depth in science about Predictions. I ask the students if they can tell me anything about the Predictions project-will it float or will it sink. Majority of the students had prior knowledge about what will sink or what will float. The objects that the students are using are rubber bands, crayon, wooden stick, cotton ball, pencil, and a penny. The purpose of this project is to predict, make, and test what objects will sink or float. In this activity students will determine whether various objects sink or float in
Chris had just been promoted as an Executive Assistant for Pat the CEO, Chief Executive Officer, of Faith Community Hospital. Pat had given Chris her very first assignment on her first day of work as an executive assistant and that was to gather information so that Pat can present the issues to the board of directors. Faith Hospital is faced with issues that needed attention and the board of directors must be notified of the issues so that a solution can be remedy to help the hospital stay in business.
Joan is an accountant who opposes the introduction of a new financial control system. For 15 years she has worked with the old, manual system. Now the firm is introducing a new, computer based system. How would you attempt to change Joan’s attitude about the new system?
The interviewee and I both felt very comfortable, I didn’t sense much distress until I got to the controversial topics, which is great. Both parties should be comfortable when it comes to an interview. Also, although I did wait long periods before talking sometimes and I also cut her off once, I do feel like I did get a decent amount of information from her. I also asked open-ended questions too. I actually didn’t ask any leading questions in this interview which is why I got such lengthy answers from her but I did compound some questions which I wouldn 't do next time because the trend seems to be that she would respond to the last question I asked instead of acknowledging everything I said. Another thing I feel that I did well was listening. I did not talk very much, she did the talking for about ¾ of the interview which is
Alonso with the kindergarteners. On that day we have built very simple bridges made by blocks and papers. There was no gluing, decorating, or cutting involved. It was actually too simple so the kids were bored. We have used blocks on two sides and put paper on the blocks. To see if the bridges can carry some weight we use cube shapes blocks. After putting two blocks the bridge was destroyed. The logic behind was to show students that bridges should be made strong so it can carry people and cars. Ms. Alonso made kids watch a YouTube video to teach them different kind of bridges and the strategies to build strong bridges. I really like the idea kids having the opportunities to watch informational videos on the classroom subject because I believe seeing is the key to learn and it reinforces kids ability to learn. There was not that many adults in the classroom on that day. Beside me and Ms. Alonso there was only one more adult which worked out well because the project for the day was not difficult at all. About ten minutes before the class ends Ms. Alonso and the other person left the classroom, they did not let me know where they went so I was alone with kids not knowing what to do. They asked me where their teacher’s was and what there were going to do. I told them I did not know so we just waited for Ms. Alonso. During that ten minutes alone with the kids I tried keeping the students busy and felt like I was more in charge unlike any other day because I was the only adult in the
Critical thinking is a significant and essential topic in recent education. The strategy of critical thinking skills helps identify areas in one's courses as the suitable place to highlight, expand and use some problems in exams that test students' critical thinking skills.
I thought that the teachers did a nice job with their classroom set up. I felt like I could have kept myself busy all day just by looking at the walls and seeing the pictures of presidents and famous historic quotes by famous people of our nations past. One thing I really enjoyed was the time the teachers allotted me at the end of each class to reflect to the class. Not only throughout my past middle school, and high school experiences but also, and most importantly, my current college experiences, the temptations that I have had to endure have definitely been rewarding.
Class participation was great everyone joined in on the discussion. People in the class felt comfortable talking out loud and putting there two sense in.